SHS3 Art And Design Studio · Semester 1 Week 13: Thinking Studio

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Discuss embedded sustainable development messages within selected artworks through the analysis of the actual meaning of the image, and reflection and reaction

By the end of the lesson, learners can:

Recall and state at least four of the 17 Sustainable Development Goals (SDGs) and give one visual example of each from Ghanaian artworks or the local environment.
Analyse a selected Ghanaian artwork (e.g., Adinkra symbol, kente pattern, contemporary painting, or sculpture) by describing its actual visual meaning, its embedded sustainability message, and their personal reflection and reaction.
Apply a three-step analysis framework (Observe, Reflect, React) to at least two different artworks or environmental images and present findings orally or in writing.
Categorise the SDGs into short-term and long-term goals applicable to their own community based on observed environmental evidence.
Justify, with reasons, whether an artwork successfully delivers its sustainability message to a Ghanaian audience, using evidence from the artwork itself.

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Curriculum details

Strand: Creative Methodologies (Strand 2)
Sub-strand: Thinking Studio (2.1)
Content standard: 3.2.1.CS.1 - 3.2.1.CS.1 Demonstrate knowledge and understanding of 21st Century futuristic propositions and product design for Sustainable Development Goals (SDGs). 3.2.1.LO.1 Analyse existing artworks and designs, and create innovative and inventive artworks and designs centred on sustainable development using both digital and other media ideations.
Indicator: 3.2.1.LI.1 - Discuss embedded sustainable development messages within selected artworks through the analysis of the actual meaning of the image, and reflection and reaction
Suggested placement: Semester 1, Week 13 (Week 13 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 103

Exemplars (from the NaCCA curriculum)

Talk for Learning: Identify and discuss the concept of Sustainable Development Goals in Art and Design Studio in the 21st Century.
Experiential Learning; Problem-Based learning: In convenient groups/ whole classes , take a walk around the community, watch videos and photos to observe and document the state of the individual items and elements in the environment. Examples: schools, villages, towns, cities, industries, forests, water bodies etc.
Group Work/ Collaboration; Experiential Learning: - Select relevant Ghanaian artworks (e.g., from precolonial, colonial, postcolonial, modern and or contemporary times, as well as traditional symbols) to analyse their relevance , in terms of creating sustainable cities, industries and infrastructure, environment and responsible consumption.
Probelm-Based Learning; Group Work/ Collaborative Learning: In mixed-ability groups analyse and generate an oral/written report on the implications of the observations from the visit to the environment, watching videos and photos on the Sustainable Development Goals (SDGs).

Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials: textbooks; web references; audio-visual resources; camera; projector; TLMs on Sustainable Development Goals (SDGs); emerging design concepts; design thinking; functional and non-functional design; smart/sustainable/green designs; environmental issues and alternative material; pollution; animal rights and protection; design magazines charts,; illustrations